Relationship of Elementary School Master Teachers in Curriculum and Planning and Learners’ Academic Achievement

Maria Milagros V. Rimiendo, Ph.D.1 and Epifania V. Tabbada, Ph.D.2

1. Doctor of Philosophy (Ph.D.) major in Curriculum and Supervision, Centro Escolar University (CEU), Philippines

2. Dissertation Adviser, Centro Escolar University (CEU), Academic Consultant of the College of Education, ICCT Colleges Foundation, and retired Department Head of Philippine Normal University (PNU), Philippines

This study was conducted to assess the Relationship of Elementary School Master Teachers in Curriculum and Planning and Learners’ Academic Achievement. The study which was conducted during the First Semester of the School Year 2018-2019 employed the descriptive method of investigation using quantitative and qualitative data. In particular, the researcher involved 43 Elementary School Master Teachers in the investigation using purposive random sampling. Data were collected via the administration of a questionnaire duly validated by the experts. The said instrument designed for the said participants was anchored on the Department of Education-Teacher Education Councils’ Philippine Professional Standards for Teachers (PPST). Part I covered the characteristics of the participants such as Age, Gender, Civil Status, Highest Educational Attainment and Length of Service as Elementary Master Teachers. Meanwhile, Part II comprised of the needs assessment of the Elementary School Master Teachers in their performance in the domain of Curriculum and Planning with its strands and indicators through a rubric assessment. The instructions stated in the questionnaire consisted of either supplying the missing blanks or putting a check ( ∕ ) mark to their corresponding boxes using appropriate statistical measures, semi-structured interviews and document analysis. As regards the relationship between the Elementary School Master Teachers in-Charge of Mathematics’ Assessment of Competencies in Curriculum and Planning and Learners’ Academic Achievement specifically the mean score of the learners’ Periodic Test, the result yielded a “Very High Correlation”. Essentially, it was found that the competencies of the said instructional leaders in the domain of Curriculum and Planning are complementary. On the other hand, results revealed that there is a significant relationship between the Elementary School Master Teachers in-Charge of Mathematics’ Competencies in Curriculum and Planning and the learners’ average periodic test. Thus, it can be concluded that the Elementary School Master Teachers’ competencies and the learners’ academic achievement have bearing or effect on each other.